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Literacy Literacy Newsletter Spring 2003 Issue 16 For

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Literacy Literacy Newsletter Spring 2003 Issue 16 For Powered By Docstoc
					Literacy
Newsletter Spring 2003 Issue 16
For more information contact Judy Barcham Adviser for English and Literacy Tel: 716899 judy.barcham@derby.gov.uk Fiona Lingard Primary Literacy Consultant Tel: 716899 fiona.lingard@derby.gov.uk Di Smith Primary Literacy Consultant Tel: 716899 diane.smith@derby.gov.uk Lyn Patterson KS3 English Literacy Consultant Tel: 716899 lyn.patterson@derby.gov.uk Baldish Olk Literacy Admin Support Tel: 716915 baldish.olk@derby.gov.uk Good News! By the time you read this the results of our LEA Ofsted inspection will be public. I’m delighted to say it is very positive indeed about the Literacy team, which is a tribute to all those colleagues who have helped and supported us over the last few years. This is something we could not have achieved alone. You, our partners in schools, have been an inspiration to us in making sure that the work we do is of the highest quality. We appreciate and value deeply the positive ethos you create, your lively response to training, your participation in the toughest initiatives, endless resourcefulness and your unfailing good humour when we ask for favours – well almost always! All of this makes the job a great deal easier and makes it a pleasure to work with you. So it’s thanks and congratulations to everyone. So, back to this term. Everyone is looking forward to the Writing for Children conference on the 15 March. This year it’s at Enterprise Park at Mackworth. Returning this year as a keynote speaker is an old friend, Prue Goodwin from the University of Reading. Those of you fortunate enough to see her two years ago will recall her never to be forgotten, performance of “The Stinky Cheeseman and other Fairly Useless Fairy stories”. In addition, our other keynote speaker, Allan Ahlberg, will be joining us for the first time. He really needs no introduction and while he’s with us we hope he will do a book signing for everyone so, if you’re coming, bring some money for books, there’ll certainly be a huge choice. During February half term, as a result of a close collaboration between The University of Derby, the LEA and the University of South Georgia in the U.S.A. I will be joining a university team visiting Georgia for a week to develop links with the school community there. The visit will be hosted by Professor Cindi Chance and her team at the Education Department and will focus on ‘developing learning communities’ We hope that opportunities will be created for Derby teachers to visit South Georgia later in the year, so watch this space! Have a good term, the dark winter days are coming to an end and the Summer beckons. May none of your break times be wet playtimes and may all of your lessons be joyful ……

Website: www.derby.gov.uk 1

Support for Planning
The medium term floppy
During the Autumn term schools should have received a floppy disc containing medium term plans for each year and for each term with a blank form so that it would be fairly easy (as long as you were used to working with ‘Word’) to move the units of work around. These plans have been devised by colleagues working with the Literacy Strategy and are pilots. It is hoped that the later editions of the plans will be altered according to suggestions made by those who have tried using them. We have discussed them at the recent Literacy Co-ordinator meetings and some of the comments included: • “We have put some of the ideas from the plans such as an outcome in our existing plans.” ‘I have shown them to colleagues but we haven’t had time to discuss them or do anything with them.’ ‘I prefer to have medium term plans like our old ones with the objectives written out in full for a whole half term.’ ‘It’s good that all the objectives are on the plans and the continuous work block bit is not there in these new plans.’

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If you have used these plans – what did you think? Please let us know because feedback will make the revised plans more specific to your needs.

Websites
New on the Standards/Literacy website www.standards.dfee.gov.uk/literacy • • • In ‘Resources’ - Introduction to exemplified units of work. There are now units of work for Y3 T1, Y4T3, Y5T1, Y6T1, Y6T2 and Y6T3. In ‘Pilots’ there are the Medium term plans for each term of each year – Key Stage 1 and Key Stage 2. In ‘Publications’ released in October / November there are: Year 6 Planning Exemplification 2002 –2003 Year 3 Term 1 Planning Exemplification- report Unit Year 4 Term 1 Planning Exemplification - plays Further Literacy Support (FLS) Resource Pack Including all children in the literacy hour and daily mathematics lesson Towards the National Curriculum for English Building on Improvement

www.qca.org.uk/ca/tests • If you go to ‘Curriculum and Assessment’ and then select ‘Tests’ there is information about the new SATs and optional tests with sample materials.

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Some sites you might find interesting for spelling www.educate.org.uk/teacher_zone/classroom/literacy/word.htm This site gives you teaching ideas, interactive activities and worksheets on areas such as compound words, homophones, prefixes and suffixes. www.ambleside.schoolzone.co.uk/ambleweb/lookcover/lookcover.html This is a simple site that children can use easily. The ‘Look Cover Write Check’ page is very straightforward and fun. There are also word g ames and puzzles including a prefix and suffix machine that some Y4s have produced.

Year 6 Planning Exemplification 2002 – 2003
If you have Y6 classes you will recently have received a folder containing a CD-Rom containing the revised Planning Exemplification for Y6. The first planning for Y6 came out last year and was used enthusiastically by many Y6 teachers in the city, either in its entirety or in sections. Of the seven units of work in the new package some are reproduced from last year but other units are new. The units cover reading and writing objectives in: • Three non-fiction types • Narrative • Poetry • Plays The units of work take account of the changes to the writing test and the marking scheme for the Key Stage 2 test. Writing both longer and shorter texts has been incorporated into the narrative and the non-fiction units and the resource texts have been annotated using the focuses in the new mark scheme. There is one five week unit that specifically prepares children for the Key Stage 2 test. It covers narrative, poetry and nonnarrative reading and narrative and non-narrative writing and has some of the QCA sample material from the ‘Changes to assessment 2003: sample material for Key Stage 1 and 2’.

For most of the units the resources s ection contains all the resources the teacher needs to teach the unit. Resources for use with / by children • Overhead transparencies (OHTs) for use in shared work. These can be enlarged further if an OHP is not available. • Pages to copy for use by the children, such as short stories, planning sheets. Resources for the teacher • Annotated copies of overhead transparencies. • Texts for demonstration writing. • Annotated copies of texts for demonstration writing. • Information sheets. • Lesson notes for some lessons. • Transcripts of some lessons or parts of lessons.

On the CD Rom the files are in read only but if you want copies in word so that you can change them they are in Word on the website: www.standards.dfee.gov.uk/literacy

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These ‘Found’ poems were written by Y7 pupils at Merrill College, they were produced to be read aloud as part of the school poetry evening in October. The stimulus was the short story ‘Dead Moon’ written by Kevin Crossley-Holland.

The Darkness
Things live in the darkness, In black pools of water In green trickles of water. Among the squishy mounds that suck you in. They worm around waiting for a chance; Waiting for a chance to do you harm. Evil, mishap and harm. Crawling horrors in waving and trembling mounds. Great black snags, twisted and bent, In the darkness. Jonathan Pamon and Scott Marcer. ************** The Darkness A creature slithers, In the darkness it worms around, waiting for a chance to harm. The moon, tries to shine bright, bravely gleaming through the night. Adam Radford and Tim Johnson ************** The Darkness The creeping trickles of water, running over Squishy mounds that suck anything in. The disgusting things that live in the darkness, worming around waiting for a chance to harm. The Darkness hides harm and mishap and evil. Andrew Rosser and Liam Bennett. ************** The Dead Light Under the dead light of a dark moon. In the middle of the night. Strange things happen, Trickles of the creepy green water, flow Waving tussocks, trembling mounds of weeds Worm around waiting for a chance to harm the unwary. Carrie Flynn Redfern and Becky Palfreyman.

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The Darkness Things that live in the darkness Worm around Crawl around Bogles and dead things and crawling horrors, drip trickles of green water. They suck in the unwary. Then The moon casts her light over the marshlands Lighting up the whole swamp. Allowing people to walk about as safely as in broad day ************** The Darkness In the darkness the creeping trickles of green water and the squishy mounds of swamp suck in the unwary. The darkness draws the dead things I giving them a chance to harm. The Coming of the Light The moon shone, casting her light over the dark shadows She lit up the swampy marshland Everyone could walk about in light as bright as day. The moon, light and kind and good Shining for us Night after night Instead of going to sleep The Big Golden Moon. **************

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New Resource
Including all children in the literacy hour and daily mathematics lesson This file has been written for head teachers, SENCOs, literacy and mathematics co-ordinators in mainstream primary schools. It aims to: • Help schools to audit the provision they make in literacy and numeracy for children with special needs; • Support schools in tackling the management issues that arise from implementing SEN provision alongside other forms of intervention. E.g. ELS, ALS, FLS and springboards 3,4,5 and 6; • Provide further guidance on implementing the National Curriculum inclusion statement, in relation to special educational needs; • Illustrate how teachers can plan for the inclusion of children with special educational needs in simple ways that save time and reduce paperwork. The literacy team have had an initial look at the content and format of the materials and feel it will be a valuable and practical resource for all schools. There will be further information about dissemination of the materials in the coming terms through the weekly circular and at our network meetings. Copies of the document can be obtained from: DfES Publications Centre, PO Box 5050, Annesley, Nottingham, NG15 0DJ Ref: DfES 0465/2002

website.
www.qca.org.uk/ca/tests/2003sample

Further training on the changes to the SATs will be advertised through the school circular and have been planned for spring term. Targeting support, managing NNS/NLS intervention programmes. A guide for headteachers and senior managers This is a very useful flier that summarises best practice in using intervention programmes such as springboard, ELS, ALS and FLS. It outlines how the different intervention programmes align with the SEN Code of Practice and the importance of monitoring and evaluation. The material is NOT being directly distributed to schools and is available only through Prolog. Schools should quote the DfES reference number DFES 0669/2002 when ordering copies.

Changes to the SATs at Key Stage 1 and Key Stage 2
Most of you will probably be already aware that there will be changes to the KS1and KS2 English SATs. The main messages for both key stages are; • There is no change to the administration of the reading test. • There will be contrasting text types with different forms and purposes and these will vary from year to year. • There will continue to be a separate spelling test of 20 words. Marks will only be awarded if the word is completely correct. • A set of seven assessment focuses will be used for both reading and writing in KS1, 2 and 3 These assessment focuses will allow teachers to analyse the strengths and weaknesses of pupils’ performance

Training and Support
A booklet from QCA has been distributed into schools in the Autumn term and there are further annotated writing samples available on QCA’s

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There are a few small differences between Key Stage 1 and Key Stage 2. Key Stage 1 Key Stage 2 • Teachers will be free to choose the • The children will have no choice of content of the writing task but it must text type or content in either the long be within a specified text type. or short task. • The writing test will be in two • There will be two writing tasks sessions - A long task (45 minutes including - A longer task (about 45 minutes) planning) - A shorter task (about 30 minutes) - A short task (20 minutes) • The handwriting task can be • The handwriting will be assessed in assessed in the writing task or the whole of the longer task. separately. • As before, the work must be independent not shared with an adult or child. • The text type should not have beentaught or modelled within the previous week.

Support for Y6 in preparing for SATs
There are three further after school sessions for Y6 teachers in preparing for SATs at Kedleston Rd: Date (from 4.00pm – 5.00pm) Wednesday 15 January Wednesday 5 February Wednesday 26 February Focus Narrative writing Non-fiction writing Reading comprehension

Could you please ring Shamim on 716884 if anyone from your school would like to attend.

Matching Texts and Resources – one way to get them easily.
(As long as you’ve got the money) We know that getting suggested texts is not easy, but we have discovered that Madeline Lindley are trying to make it much easier for 2 resources you might have seen suggested; In ‘Guided Reading at Key Stage 2’ there are suggested plans for certain texts for each year group. Madeline Lindley are now doing collections of six each of these texts for each year. ‘Quality texts’ gives plans for specific texts for each year group and a collection of these texts can now be ordered from Madeline Lindley. 7

Contact details: Madeline Lindley Book Centre, Broadgate, Broadway Business Park, Chadderton, Oldham, OL9 9XA Tel 0161 683 4400 E-mail: www.books@madelinelindley.com

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Literacy in the Foundation Stage
We are planning to put together more materials and training for literacy in the Foundation Stage. Initially this will take the form of a working party that will involve members of the literacy team and Foundation Stage practitioners. We are very keen to draw upon the good practice that is going on in Nurseries and schools across the city and would like to hear from you’re:

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developing or doing something on a regular basis in the Foundation Stage that you would like someone from the team to come and have a look at using a resource or an activity as a result of recent research using or developing work that you feel would benefit other colleagues working in Early Years.

Please contact us by phone or e-mail if you feel you could contribute. Fiona Lingard tel: 716915 fiona.lingard@derby.gov.uk

Dates for next Network Meetings;
Tuesday 4 March Wednesday 5 March 9.30 – 12am / 1.30 – 4pm 9.30 – 12am / 1.30 – 4pm

During part of these sessions we will be looking at the new SATs marking scheme for both KS1 and KS2.

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KS3 English and Literacy
Gifted and Talented
Chellaston Gifted and Talented Summer School All of our schools held successful Summer Schools again this year and for the first time Chellaston School decided to target a different audience. They provided a 3-day event for the more able pupil. This is what the Head of English at Chellaston School, Christine Shaw Smith, had to say: “We decided that the focus audience for our Summer School would be ‘able and talented' pupils, to avoid competing for ‘the Springboard' students identified by Maths. We asked Junior Schools to identify children who loved reading, writing stories or poems or who may have the 'quirkiness' that goes with the able student who is not being sufficiently stretched by the Literacy Hour. 15 children attended. We structured the three day Summer School to have a day of Drama, one of Fiction and one of Poetry. The initial day entailed drama games and activities to break the ice and forge group identity and dynamics in readiness for the children working collaboratively on subsequent days”.

The theme of the fiction day was ‘other worlds’ and focused on an extract from Phillip Pullman's The Subtle Knife, as well as video extracts from The Wizard of Oz, Harry Potter and the Sorcerer's Stone and The Lion, the Witch and the Wardrobe. Before pupils then created their own piece of fiction on their ‘other worlds.’ For the final day we had a visiting poet, Les Baynton who shared a number of his poems to initiate ideas. He worked with, supported and encouraged the children to write their own poems. This was a particularly lively and successful day, introducing an element of competitiveness into the writing, and giving the children a lot of useful strategies and feedback. On the final afternoon, each child was allowed to choose a poetry book to go with certificates of achievement. We feel the lasting benefits of this school have been numerous but above all else the children have gained confidence in readiness for joining us in September. We would certainly choose ‘able and talented’ as our focus for another summer school. Need Support? If you would like help, training or advice on supporting and planning for the more able pupil then contact me, Lyn Patterson and I will organise a workshop, meeting etc.

Working Party
A KS3 working party has been set up to produce a scheme of work for the more able pupils. Three teachers, Jenni Brookes from Bemrose, Anthea Hardy Taylor from West Park and Hazel Boyce from Murray Park are creating and will pilot the scheme of work over the next term. On completion this scheme of work will be shared with all of the city secondary schools.

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Summary of a Successful Summer School
Funding for Summer School this year dictated that we would only be able to run the scheme for one week. I therefore decided that a more focused approach was required. After informal conversations with colleagues, it appeared that the major concern of English teachers related to students' basic literacy skills, particularly within writing. As a result of this I compiled a scheme whereby, by the end of the week, every student would be able to identify nouns and verbs and their uses; improve their vocabulary using thesauri and dictionaries; understand how to construct simple and compound sentences and create a sustained piece of writing. The day began with half an hour of word level work identifying word classes and experimenting with them, followed by half an hour of sentence level work, taken from the progress units adapted for whole class teaching. Students then participated in a Literacy Hour, developing their ability to open narrative, write descriptively, create atmosphere and conclude

stories effectively. After a break, there was half an hour of spelling games before an hour of extended writing. During this final hour, students applied their knowledge from that day's Literacy Hour to build a complete narrative over the course of the week. Overall, I was pleased with the results. Although few of the children who attended were consistently punctuating sentences by the end of the week, they were all able to return to their written work and insert full stops appropriately. Students, who previously had been intimidated by the writing process, felt a sense of achievement at having produced a well-structured narrative of some length. If anything, teaching to the framework over the last year has demonstrated the benefit of providing children with a technical knowledge of language. Those who attended the Literacy Summer school this year returned to school in September with a clearer understanding of grammar and a strong foundation on which to build their literacy skills. Debbie Hands Murray Park Community School

Murray Park’s Literacy Day In July Hazel Boyce and her team organised a very successful day of literacy workshops for the whole of YR7. The day highlighted the fact that literacy can be enjoyable and fun. These were some of the workshops: • Fantasy Author – Linda Kempton • Multicultural performance poetry • Drama • Big Adventures Theatre Company Derby Evening Telegraph – Sports writing

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What’s Happening? Highlights
Merrill’s evening of rhythm, rhyme and rap Merrill College held an entertaining evening of poetry, dance and drama involving hundreds of children from YR6 at Nightingale Junior School through to YR12 students. Staff read their favourite poems; the school band played and sang ‘wild thing’; dancers interpreted GCSE poetry – ‘Presents from my aunt in Pakistan’; children in YR6 at Nightingale presented their own poems beautifully and a visiting Chellaston’s Booster Day In December Chellaston School held the first of two ‘BOOSTER’ days for their Y9 in preparation for SATs. Students circulated round several workshops which included drama, authors’ craft and booster sessions. A very successful event! Are you doing anything exciting or different? Share it with us! BOOKSHELF Fiction That Fits What ‘works’ at KS3? When considering purchasing new texts we have to ask ourselves many things and consider issues such as: • • • • engagement gender time – does it fit with our medium term plans? what have pupils already encountered at KS2? performance poet, ‘Rob Gee’, inspired and entertained the huge audience. The atmosphere was wonderful – candles on the table, fun and laughter, a real sense of achievement! Staff and students had worked very hard – excellent team work led by the Head of English, Clint Stacey. Such an entertaining evening!

The last point is becoming increasingly worrying as more and more children entering YR7 cry, “‘we’ve read that!” What is becoming clear is that we can no longer assume that we can read Harry Potter, Goodnight Mr Tom or Skellig and others. We need to take stock and investigate just what is being read in primary schools.

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What is working well? ‘Face’ by Benjamin Zephaniah Taught to Y9 pupils of all abilities. Initially unsure of the novel’s issues and concerns, all doubts were erased on first teaching it. It is a book the students love and can’t wait to read! Their attention is held every lesson and traditionally difficult topics such as discrimination tolerance and the superficial nature of teenage appearance have been successfully explored and debated. Work undertaken has been primarily skills based considering characterisation author’s style and craft and themes. This has resulted in formal essay discursive for assessment purposes differentiated according to ability. Could be done with a top set but would have to be a quick read. Katy Samways West Park Community School

‘Holes’ by Louis Sachar This is the first year that we have had the text Holes in the department and both of the teachers using it have thoroughly enjoyed teaching it! What has surprised them is the students' genuine enthusiasm for the novel. Every lesson they are keen to read on in the story. So much so that a great deal of the book had already been completed in the first half term. The novel has been taught to two middle-to-low ability sets (3 of 5). Their initial reaction to the book was positive because it was new and, more significantly, because they appreciated the mature design of the cover (it could easily pass for a KS4 text). Teachers have found that the short chapters work extremely well and fit with framework objectives. It is easy to fit into the 'reading' section of a lesson, whichever part of the lesson that may be. They also believe that the book appeals to a wide range o abilities, with more f complex exploration of the novel’s narrative technique being undertaken by higher ability students. There are a variety of social issues within the novel which are easily covered such as bullying, obesity, identity, punishment etc, giving scope for written, oral and drama based activities. The book has even inspired a number of students to buy their own copies to use at home as well as in the classroom, and to investigate other work by the same author. For middle-to-low ability students who generally show, at best, indifference to English, we feel this is the strongest recommendation and indication of the novel's success -even the boys are asking to read!!! Kirsty Bowler Chellaston Secondary School

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Try the Following Fiction Year 7 I was a Rat Space Race My brother’s Ghost Hangman Year 8 The other Side of truth Hydra Walk two moons The Tulip Touch Year 9 Whispers in the Graveyard A river ran out of Eden Tightrope The Chocolate War T. Breslin J. Vance G. Cross R. Corinier -Lower / reluctant readers -Able / top ability -Contempary life, family relationships, Crime -Medium / top ability B. Naidoo R. Swindells S. Creech A. Fire -Racism, plitics, adventure -Middle Ability -Amercian, human interest, relationships -Mixed Ability P. Pullman S. Waugh A. Alberg J. Jordan - Fantasy, links to media and fairytale -Sci-fi – Family relationships -Short, family relationships, ghost -School life, bullying, boy interest

Leading English Departments
Our Leading English Department initiative is now up and running. What is a lead English Department about? • • • • It’s about ‘taking a lead’ not being leaders or experts It’s about having a vein of good practice running through the department It’s about teachers who engage in ‘talk’ about teaching practice It’s about teaching each other about teaching

What will a lead English Department do? • • • Host planned visits from other schools Exchange ideas, resources, planning and management Exemplify and support elements of the KS3 Strategy e.g. v v v v v v Starter activities Shared writing Guided reading Guided writing Sentence level work Plenaries

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The following schools for 2002/3 are our LEDs: West Park Community School Focus: • • • Management Planning Schemes of work Lees Brook Community Sports School Focus: • • • • Management Planning Teaching Literacy Progress units Murray Park Saint Benedict

Focus: • • • • • 4-part lesson structure Teaching Spelling Guided Reading Guided Writing Literacy across the curriculum

Focus: • Teaching and learning with emphasis on aspects of the four part structure

Summary of Network Meeting – October 2002 Year 9 - There is a big focus on Yr 9 this year - Exemplar SATs papers in schools in mid November - Booster units are substantially changed and in schools mid November - Core training – The key messages are: - Reading to promote close preparation to texts for teaching about language and to support teaching a critical response - Writing – to consider how we can develop pupils confidence and success in writing by intervening at the time of writing. - Key Message – a need to recognise growing independence and wish to experiment while focusing on increased control and accuracy over language.

Year 8

Speaking and Listening - focus on modelling speaking and listening. Reading Writing - Try guided sessions to extend reading skills. - Focus on extended writing delivered through staged and explicit modelling and teaching of strategies to improve cohesion and coherence.

Literacy Across the Curriculum
New materials are now available in seven subjects. They are called ‘Literacy in …’ and can be ordered free of charge from prolog on 0845 6088860. They cover: History, MFL, PE, Design and Technology, Geography, Art and Drama.

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Calendar

Year 7 Core Training KS3 Network Meeting KS3 Network Meeting KS3 Network Meeting

28 February 2002 11 December 2002 12 February 2002 9 April 2002

- 9.00 - 3.30pm - 4.00 - 5.30pm - 4.00 - 5.30pm - 4.00 - 5.30pm

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